URIteacherknowledge - Lesson 2 Introduction to evolution

Lesson 2: Introduction to Evolution
State Standards:

The basic idea of biological evolution is that the earth's present-day species are descended from earlier, distinctly different species. 5F/H1*
Evolution builds on what already exists, so the more variety there is, the more there can be in the future. But evolution does not necessitate long-term progress in some set direction. Evolutionary change appears to be like the growth of a bush: Some branches survive from the beginning with little or no change; many die out altogether; and others branch repeatedly, sometimes giving rise to more complex organisms. 5F/H9
Some variation in heritable characteristics exists within every species; some of these characteristics give individuals an advantage over others in surviving and reproducing; and the advantaged offspring, in turn, are more likely than others to survive and reproduce. As a result, the proportion of individuals that have advantageous characteristics will increase. 5F/H3*

Context of Lesson:

Class time: 2 class periods, 47 min each.
Classroom: Biology Lab

In this opening lesson students are prompted to activate their prior knowledge of the concept of evolution and are stimulated to engage in discussion that will expose understandings and misconceptions

Prior to the lesson, students are given the following homework assignment (they are not encouraged to research the topic; rather they are prompted to describe their own opinions. There are no right or wrong answers)

List & describe five (5) things that you already know about evolution
List two (2) things that you know about human evolution

Materials:

2’ X 2’ whiteboards
dry erase markers
erasers
Overhead projector
projector screen
acetate transparencies
Computer with internet connection
worksheets (attached below)

Objectives:

The students will activate their prior knowledge of the concepts & conflicts that are inherent in the topic of evolution by brainstorming in small groups and presenting their findings to the class at large
The students will display an understanding of the concept of selective breeding by proposing a cross between two different breeds of dog that results in a hybrid that possesses some of the desired qualities of each breed in one.
The students will gain familiarity with artificial selection, by participating in the hybrid cross exercise. Our discussions will suggest that this selective process can be applied to natural systems, in which selection occurs due to environmental conditions.

Instruction: Lesson 2: Day 1.
Opening:

Class time	Activity	Description
5 min	Settle in	Meet and greet students at the door of the classroom Take role Collect homework Assume a position in front of the class and ask for attention as we begin
10 min	Opening question	When students have quieted, I ask the question: who knows something about evolution? Hands go up, and the discussion ensues. While exchanging ideas, I walk around the room and make mental note of understandings and misconceptions The main objective at this point is to gather information that will inform future discussion on the topic and to seize any teachable moment that may present itself While continuing the discourse, I gather the 2x2 white boards and distribute them to each lab bench along with a dry marker and an eraser (Q&A progresses uninterrupted) At an appropriate juncture, I instruct the students to assemble in groups (the groups of up to 4 have already been selected by virtue of their assigned seating at each lab bench).

Engagement:

Class time	Activity	Description
10 min	brainstorming	Students are asked to collaborate on their prior night’s homework assignments and to make a single collective list of things that they know about evolution. (I have already collected the homework assignments and the students are working from prior knowledge) Students will write their lists on the white boards at each table Students are told that if they have any questions, to raise their hands and I will come to help While students are brainstorming, I view the whole of the class looking for engagement and then navigate the room listening in on each group and redirecting their effort when necessary
15 min	Presentation of findings	Each group is given opportunity to present their findings to the class verbally, while holding up their white boards for all to see While the students present, I stand at the overhead projector and write down the keywords and key concepts that arise (the students can see this happening & they are prompted to not write this down, as I will share the list with them as the unit progresses) Students are instructed to erase their white boards, after their group has presented, and to return the materials to the back of the room

Closure:

Class time	Activity	Description
5 min	Address new questions	I ask the class to resettle into their seats and begin to bring the day’s lesson to a close Having composed a list of prior knowledge, invariably new questions will arise. I open the class to closing discussion by asking the question: Now that we have talked about what we already know, what else do you want to know about evolution? Hands go up and we enter into a discussion that aims to inspire further learning. (with each question, I make an entry on the transparency)
2 min	Assignment of homework	Remember your 15 minutes of fun (This is a standing assignment. Students are encouraged to take 15 minutes each night to review what we did in class today; write down any questions that they may have and bring them to class for clarification) Have a Great Day!!!
On My time	Reflections	Review the proceedings of the day’s events to analyze what parts of the lesson went well and what parts need some improvement (make entries into the lesson plan for future benefit) Review the overhead list of what has been identified as known by students Analyze what might be misconceptions to inform the progression of the unit & the topics that need particular focus

Instruction: Lesson 2: Day 2.
Opening:

Class time	Activity	Description
5 min	Settle in	Meet and greet students at the door of the classroom Take role Return homework from previous day Assume a position in front of the class and ask for the students’ their attention.
10 min	Warm-up /Review	I begin with the question: does anyone have any questions resulting from their 15 minutes of fun? Students may or may not have questions. If they do we engage in discussion. If they do not, then I will ask a question or two to get the conversation started I will limit this warm-up/review to 10 minutes or less
4 min	Quick write	I end the segment with the following questions: Will you choose a mate based on the way he or she looks or behaves? And Why? The students have only two minutes to do a quick write and pass in their written thoughts (this primes thinking about the forthcoming concept that both physical and some behavioral characteristics are heritable. Darwin’s idea of fitness applies to both types of characteristics. )

Engagement:

Class time	Activity	Description
6 min	Haki Crab video featuring Carl Sagan	I introduce the short video by telling the students to pay attention to three ideas that are addressed by Carl Sagan: his idea about evolution, artificial selection & natural selection. Video link: __http://video.google.com/videoplay?docid=-9073555471451092793#docid=-522726029201501667__ The video is already primed to go. I shut off half of the lights; start the video & move to the back of the room so that I can observe the whole class
15 min	Reflections on the Sagan video	I will submit four questions to the class for discussion and allow the discourse to go wherever it will. According to Carl Sagan, what does evolution mean? What is meant by artificial selection and why do you think it is called artificial? Which domestic animals do you think have been bred artificially and why? Does anyone have a favorite breed of dog?

Closure:

Class time	Activity	Description
5 min	Closure	I will ask this question of the class; Does your choosing a mate have anything to do with artificial or natural selection? The ensuing discussion may take more than five minutes or we may never answer this question, but it should get the students to think. (Hopefully it might be a topic of conversation at lunch & become the topic of tomorrow’s 5 minutes of fun review)
2 min	Homework	Just before class time ends, I explain that tomorrow we will engage in an exercise that deals with dog breeding Homework is as follows: (the assignment is already written on the class whiteboard in front of the room. It is revealed when I raise the projector screen) Tonight, use the internet to research some physical and behavioral characteristics of any two domestic purebred dogs of your choice. Printout or write out your findings and bring them to class. You will need this for tomorrow’s activity Don’t forget your 15 minutes of fun

Assessment:
· Assessment is formative, resulting from class discussion, white board entries, overhead record & quick write